| Title: |
Making Homework More Meaningful |
| Language: |
English |
| Authors: |
Wieman, Rob; Arbaugh, Fran |
| Source: |
Mathematics Teaching in the Middle School. Oct 2014 20(3):160-165. |
| Availability: |
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Peer Reviewed: |
Y |
| Page Count: |
6 |
| Publication Date: |
2014 |
| Intended Audience: |
Teachers |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Middle Schools; Secondary Education; Junior High Schools |
| Descriptors: |
Homework; Relevance (Education); Assignments; Instructional Effectiveness; Mathematics Instruction; Thinking Skills; Goal Orientation; Cognitive Processes; Problem Solving; Metacognition; Learning Strategies; Middle School Students |
| ISSN: |
1072-0839 |
| Abstract: |
Parents in the United States expect their students to have homework; and students, especially in middle school and high school, expect daily homework assignments from their teachers. However, it is difficult to create effective homework assignments. Despite the challenges involved, the authors believe that homework "can" be an important component of mathematics learning. In this article, the authors first describe two important ideas about homework. They hope that these ideas will help teachers begin to rethink the purposes of homework and support them in making effective choices about assigning homework. They then describe specific strategies for choosing, revising, or creating assignments that help students learn from homework. Over time, keeping these big ideas in mind and following some of these suggestions can help make homework more productive for teachers and students. |
| Abstractor: |
ERIC |
| Number of References: |
5 |
| Entry Date: |
2014 |
| Access URL: |
http://www.nctm.org/publications/article.aspx?id=43206 |
| Accession Number: |
EJ1043364 |
| Database: |
ERIC |